Diverging opinions on standardized testing: A survey-based approach

We collect micro-level sentiment data on standardized testing for college admissions from undergraduate students and faculty at an R1 institution in the United States. Our findings reveal a notable disparity: students place 23% less weight on standardized tests in the admissions process compared to faculty. Furthermore, in contrast to students’ perceptions, faculty opinions align with Chetty et al. (2023) as they view the standardized tests as a reliable predictor of both academic performance and post-college success. • Survey reveals significant divergence in perceptions of standardized tests. • Faculty see tests as strong predictors of academic and career success. • Students see tests as less valuable, assigning 23% less weight compared to faculty.